Instructional Coaching to Improve Student Achievement

1
Instructional Coaching to Improve Student
Achievement

• Presented by
• Janet Hughes, Kathy Krause,
• Keith Schroeder, and Eric Sorensen

2
The Team

• Janet Hughes, District Literacy Specialist
• janehugh_at_hssd.k12.wi.us
• Kathy Krause, Special Education Teacher
• kathkrau_at_hssd.k12.wi.us
• Keith Schroeder, LMC
• keitshr_at_hssd.k12.wi.us
• Eric Sorensen, Language Arts Teacher
• ericsore_at_hssd.k12.wi.us

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Our Model

• 3 Periods Daily
• 45 minutes Planning Together
• Monday Weekly Overview
• Daily - Specifics of materials and strategies to
  be utilized
• Responsibilities of each member
• 90 minutes Readers Workshop Model
• Kathy and Eric Instructors
• Janet teams, models, subs, running records,
  make-ups
• Keith supports team with technology and reading
  materials
• Professional Learning Community Team every
  Tuesday (710- 750)
• Develop and Work Towards Goals
• Common Assessments
• Share
• Brainstorm

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Classroom Snapshot

• Daily Schedule (90 Minutes with students)
• Structured Independent Reading Time (20 minutes)
• Logs
• Student Choice (tradebooks, graphic novels,
  magazines, etc.)
• Booktalks-monthly
• Logs
• Individual Goals/Contract
• Written Book Talk
• Speaking Book Talk
• Rubric
• Voki
• Teacher Read Aloud (10-15 minutes)

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Classroom Snapshot cont.

• Shared Reading Lesson
• Books from LA 101 Curriculum
• Speak, Of Mice and Men, Romeo and Juliet, To Kill
  a Mockingbird
• Short Stories, Magazine and Newspaper Articles,
  Poetry, etc.
• Relevant, Engaging, and Interesting
• Comprehension Strategy Model/Practice/Apply
• Predicting, Questioning, Summarizing, Connecting,
  Visualizing,
• Teacher model-Think Alouds
• Student/Teacher practice
• Students apply during independent reading

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Classroom Snapshot cont.

• Written response to literature
• Daily to show their thinking
• Larger writing activities
• Writing Process
• 6 1 Traits
• Minimum of 1 each quarter
• Usually with focus on piece of literature or
  final assessment of piece of literature

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Students in Course

• Incoming 9th grade students (20-25/class)
• Multiple data points
• Collected through 7 and 8th grade
• WKCE, GRADE (Group Reading Assessment and
  Diagnostic Evaluation), MAP
• Regular or Special Education Students
• Currently reading below grade level
• Will earn 1 LA credit and 1 elective credit
• Letter sent to parents
• Team Goals
• Each student enrolled in LA 101 Block will
  increase reading level by 1.5 years by either
  running record, 1.5 on GRADE total score or 4
  points on MAP RIT Score.
• Fifty percent of students enrolled in the LA 101
  Block class will improve their comfort level and
  enjoyment of reading as shown by pre, mid, and
  post survey results.

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Students Perceptions

• What do you like about this class ?
• I like all the activities we get to do in class.
  (Candy )
• Its very fun, but always on something new.
  (Sadie)
• Well you get to read a lot. (Tonya )
• That we do reading with the class. (Kelsie)
• I like when the teacher reads to us. (Luke)
• The teacher reading to us instead of Popcorn
  Reading. (Andy)

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Students Perceptions

• What is something you like about what has been
  read in class?
• I get to choose what I read.-Twilght, cause I
  like the action. (Tori)
• They are interesting stories and I can understand
  what we read. (Dalton)
• Speak, because it relates to school problems.
  (Cody)
• The actual pictures that are painted in my head
  when I read now. (Jesse)
• The books we read are good because they are funny
  and they are not that hard to read. (Everett)

10
Students Perceptions

• What is a strategy you have learned to help you
  become a better reader?
• To re-read if I dont understand something.
  (Stephanie)
• Ive learned to visualize when I read. (Brooke)
• Read a paragraph, then tell myself what it is
  about in my head. (Sadie)
• To make connections. It helps me remember what I
  read. (Julia )
• Ask questions. It helps you get more involved.
  (Luke )
• Summarize what I read. (Morgan)
• Make predictions of what is going to happen next.
  (Brian)
• Taking notes about what you read. Take notes on
  the page you read. (Samantha)

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Students Perceptions

• How has this class helped you with reading?
• The strategies that we have learned. (Tori)
• Ive never read a lot, but now I read almost
  every day. (Kelsie)
• I have actually learned to like reading books.
  (Cole)
• Its made me want to read more. (Samantha)
• Made me understand what I am reading better.
  (Bri)
• We work on our individual problems and not on a
  group problem. (Candy)
• Im understanding what I read now. (Jesse)
• We do independent reading every day so it helps
  me. ( Everett)
• It helped me pick out what books are good for me.
  (Anna)
• We talk about the books and we write about them.
  (Tonya )

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Student Improvement(Mid-Way Point)

• 38 percent of students indicated increased
  positive attitude/self confidence/self perception
  in the area of reading
• 71 percent of participants made an average
  reading level increase of 1.01 grade equivalency
  from fall to winter
• Kathys group  67 made gains with average of
  .91
• Erics group  75 made gains with average of
  1.11

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Five Coaching Strategies

• First-Create a Partnership
• Build trust and understanding with each other
• All ideas, opinions, and concerns are important
  and needed
• Expectations should be clarified for each other
• The best interests of students are in mind
• We are in this TOGETHER!

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Five Coaching Strategies

• Second-Shape the Environment
• Publicly recognize and reward each other
• Show personal involvement in each others growth
• Establish processes or activities that promote
  learning from each other

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Five Coaching Strategies

• Third-Inspire Commitment
• Build insight and motivation and focus energy on
  goals.
• Make sure team members have specific, relevant
  information about performance
• Help people clarify their goals and values

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Five Coaching Strategies

• Fourth-Promote Persistence
• Review class goals and ask about progress
• Set realistic expectations for progress
• Provide ongoing feedback that recognizes and
  rewards progress and efforts

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Five Coaching Strategies

• Fifth-Grow Skills
• Model how a strategy can be used effectively
• Share training and resources
• Cris Tovani Workshop
• Kylene Beers Workshop
• Book Study, Subjects Matter, Every Teachers
  Guide to Content Area Reading by Harvey Daniels
  and Steven Zemelman
• Create opportunities that stretch each other to
  learn something new

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What We Have Learned.

• Leadership is not so much the exercise of power
  itself as the empowerment of others. . .
  Successful leaders lead by pulling rather than
  pushing by inspiring rather than ordering by
  creating achievable expectations though
  challenging and rewarding progress toward them.
  by Warren Bennis and Burt Nanus

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• Simply put, students need enormous quantities of
  successful reading to become independent,
  proficient readers. By successful reading, I mean
  reading experiences in which students perform
  with a high level of accuracy, fluency and
  comprehension.  -
• Doctor Richard Allington